Librarians of all types are active in providing basic education and literacy services to adults.
Provided here are examples of books, articles, reports, and websites that demonstrate a commitment to this resource.

21st century library at your library, by the American Library Association. (alaAction 1, June 1, 2001). Click here for more information.

Adult learning in focus: National and State-by-State Data. (Librarian: Libraries as the Future of Culture and History 95, 2008). Click here for more information.

Adult learning in museums (Journal of Museum Education 33:1, Spring 2008). Many museums' missions emphasize visitor-centeredness, but relatively
little
research in the field has been dedicated to one of museums' most
numerous
constituents: the adult museum visitor. This issue of the Journal of
Museum
Education examines this important audience. As guest editor Robin S.
Grenier
states in her introduction to this volume, "Although each article
looks at
adult education in museums in a slightly different way and from the
perspective of different adult populations, each challenges us as
scholars
and practitioners to broaden our own understanding of adult education
and
hopefully fosters a dialogue about museums as sites of adult
learning."
Articles in this issue include: "Nonformal and Informal Adult Learning in Museums: A Literature Review" (by
Dana Dudzinska- Przesmitzki and Robin S. Grenier), "Museum Education: A Nonformal Education Perspective" (by
Edward W. Taylor and Amanda C. Neill), "New Directions in Adult Education" (by
Lynn McRainey), "Self-Directed Learning: Implications for Museums" (by
Richard Banz), "Rethinking Museums' Adult Education for K-12 Teachers" (by
Alan S. Marcus), and "Out on the Floor: Experiential Learning and the Implications for the
Preparation of Docents" (by
Robin S. Grenier and Barry Sheckley). Click here for more information.

Adult literacy in the third world: What role for the public library, by Kargbo, J. A. (World Libraries 11, 2001, 31-7).

Beyond four walls: Adult literacy services in Queensland public libraries, by Cooper, D. (Australasian Public Libraries and Information Services 17:3, 2004, 156-64). “Many library services offer programs that 'work in the context of people's lives in the community', and this has meant that more staff are venturing beyond the four walls of the library. This article describes the role of the State Library of Queensland in offering adult literacy services statewide, and showcases a number of libraries providing services and programs to rural and remote, indigenous, and metropolitan communities. Although resource constraints apply, the main limitation for libraries and their communities in providing adult literacy services are negative attitudes to a need in all communities, a need which is often hidden.”

Founding and funding family literacy programs: A how-to-do-it manual for librarians, by Talan, C. (Journal of Youth Services in Libraries 13:3, 2000).

L4L to help AASL learning standards gain national recognition. The American Association of School Librarians' (AASL) Board of Directors approved the development of Learning 4 Life (L4L). L4L is a 3-5–year plan to nationally implement the "Standards for the 21st-Century Learner" and other guidelines being developed for school library media programs.The plan was approved during the American Library Association's (ALA) 2008 Annual Conference in Anaheim, Calif. A full launch of L4L is scheduled for fall 2008.Click here to view the press release.

Literacy and adult education: Extending the right to know, by Rolstad, G. O. (1993, United States: American Library Association, 30-4).

Potential unexploited: Public libraries and adult literacy, by Cram, J. (Progressive Librarian 18, 2001, 40-7). “I want you to come with me on a journey, a journey through the mindsets that hinder the full exploitation of resources that we already have in our libraries. You will notice that I use the word mindset rather than attitude… An attitude is something of which most of us are aware, and most people’s attitudes are, to a greater or lesser degree, fluid. If we cannot completely change an attitude, at least we find the boundaries of that attitude changing on a day to day basis. A mindset, on the other hand, is something of which we are generally not aware, simply because it is an ingrained way of looking at things.”

Report from the National Commission on Adult Literacy. Click here for more information.

The role of public libraries in lifelong learning - a project under
the section of Public Libraries, IFLA, by Monroe, M. E. & Heim, K. M. (IFLA 1991). This booklet was prepared in recognition of the 25th anniversary of
the watershed Adult Education Act of 1966, and in acknowledgement of
the key role that libraries have played in U.S. adult education
throughout the century. Written by library educators, the two
commissioned papers that make up the booklet describe the role of
public libraries in adult education since 1900. In the first paper,"Beginnings: Public Libraries and Adult Education from 1900 to 1966,"Margaret E. Monroe traces the development of literacy education in
the context of library adult education from the beginning of the 20th
century until 1966. In the second paper, "The Developing Role of
Public Libraries in Adult Education: 1966 to 1991," Kathleen M. Heim
reviews the contributions of libraries and librarians to literacy,
lifelong learning, and adult education over the past 25 years. The
booklet concludes with a list of 117 selected readings which relate
to the theme of libraries and adult education. Click here for more information.

Teaching with Tiffany’s: A ‘go-lightly’ approach to information literacy instruction for adult and senior learners, by Gust, K.J. (Reference Services Review 34:4, 2006, 557-569). “The purpose of this paper is to present the lessons learned and alternative methods used in teaching library and internet searching skills to adult learners, especially senior citizens, in a non-credit course offered by the Michigan State University Evening College. Design/methodology/approach: The paper sets out the specific considerations taken in designing and executing an information literacy course for adult learners, along with observations and reflections, are described in detail and supported with evidence from research on adult learning theory and pedagogy. Preliminary sections describe the background and initial planning of the course, while additional sections describe each lesson learned in detail, including alternative teaching methods used and evaluation and assessment techniques. Findings: The paper provides essential tips and suggestions to consider when teaching library and internet-searching skills to adult learners, such as "keeping it simple", establishing a slower-paced learning environment, and providing unique and engaging class exercises. Also reports on successful alternative and unique approaches used when teaching adult learners. Research limitations/implications: Most of the evidence provided is from general observations by the librarian/instructor over three years. More formalized testing needs to be applied to better assess student learning, along with comparison of results over several more years. Practical implications: The paper is a highly useful source of practical information for librarians looking to teach unique user groups (adult learners, non-traditional students, or senior citizens) information literacy skills, in a university setting and using new and engaging teaching techniques. Originality/value: This paper offers innovative ideas and practical techniques using Breakfast at Tiffany's to use when teaching adult learners, especially senior citizens, information literacy skills.”

The evolution of literacy programs in the context of library adult education, by Monroe, M.E. (Library Trends 35, 1986, 197-9).

The Rise of the Adult Education and Literacy System in the United States: 1600-2000. by Sticht, T. G. (Volume 3, Chapter 2). Click here to read the chapter.

UK public libraries: Roles in adult literacy provision, by McLoughlin, C. and Morris, A. (Journal of Librarianship and Information Science 36:1, 2004, 37-46). “Reported here are the results of a research project that examined the role of UK public libraries in addressing adult literacy including approaches and issues. Eight public libraries were selected as case studies and adult literacy provision was investigated using staff interviews. The interviews provided support for the role of public libraries in promoting the pleasure of reading to adults with poor literacy. The re-branding of adult literacy collections was recognized as the ideal starting point for the rejuvenation of adult literacy work. Approaches used to address poor adult literacy included the use of reading groups, talking books, themed activities and events, and student book buying. A role for public libraries in identifying adults with poor literacy was acknowledged as part of multi-agency work. The main issues facing public libraries in the delivery of adult literacy services concerned establishing dedicated staff time and identifying funding opportunities. Recommendations are provided for public libraries involved in establishing or reviewing adult literacy services.”

Working with adult new learners: Library/literacy program partnership, by Little, C. (Illinois Libraries 83:2, 2001, 25-28).

Workplace Literacy Discussion List, by the National Institute for Literacy. The Workplace Discussion List is for adult educators working or
interested in workplace literacy and workforce education. This list
features discussions about workplace literacy issues such as
marketing, funding, program design, instruction, curricula,
assessment, evaluation, staff training, research, and policy. Click here to subscribe.

Influences on Adult Education

Paulo Freire (1921-1997) was a Brazilian educationalist, who has left a significant mark on thinking about progressive practice. His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia). Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice - and on informal education and popular education in particular. In 1962, he conducted his first experiment in while 300 farm workers were taught to read and write in just 45 days.

Contributions to Adult Education

In 1962, he conducted his first experiment in while 300 farm workers were taught to read and write in just 45 days.

His emphasis on dialogue has struck a very strong chord with those concerned with popular and informal education. Given that informal education is a dialogical (or conversational) rather than a curricula form, this is hardly surprising. However, Paulo Freire was able to take the discussion on several steps with his insistence that dialogue involves respect. It should not involve one person acting on another, but rather people working with each other. Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee.

Paulo Freire was concerned with praxis - action that is informed (and linked to certain values). Dialogue wasn't just about deepening understanding - but was part of making a difference in the world. Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing.

Freire's attention to naming the world has been of great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed. The idea of building a 'pedagogy of the oppressed' or a 'pedagogy of hope' and how this may be carried forward has formed a significant impetus to work. An important element of this was his concern with conscientization - developing consciousness, but consciousness that is understood to have the power to transform reality.'

Paulo Freire's insistence on situating educational activity in the lived experience of participants has opened up a series of possibilities for the way informal educators can approach practice. His concern to look for words that have the possibility of generating new ways of naming and acting in the world when working with people around literacies is a good example of this.

A number of informal educators have connected with Paulo Freire's use of metaphors drawn from Christian sources. An example of this is the way in which the divide between teachers and learners can be transcended. In part this is to occur as learners develop their consciousness, but mainly it comes through the 'class suicide' or 'Easter experience' of the teacher.

Adult Literacy Program - Work one on one with an adult tutor to improve your reading and literacy skills. Tutors meet with students in any branch of the Los Angeles Public Library. This service is free. They meet twice a week for 1 to 1½ hours at a time for a minimum of six months.

Families for Literacy - Parents of children under the age of five who are enrolled in our Adult Literacy or Limited English Proficiency program are eligible for free children's books. Our tutors and staff teach students how to read to their children.

The Watsonville Public Library has a program to help people who want to learn to read and write. The program is called "Opportunity to Read." Volunteers are trained to work one-to-one with a person who wants to learn to read or write. Opportunity to Read received national accreditation on March 23, 2004, from ProLiteracy America, a division of ProLiteracy Worldwide.

Statistics indicate that approximately 20% of adults in the United States are unable to read and write well enough to achieve and maintain a satisfactory quality of life, or even to function in our increasingly technological society. Inadequate literacy levels occur in all social and economic classes, and the problem often continues into future generations within a family. The cost is high to those directly affected, who are unable to achieve their personal, family, and work related goals, and to society as well. Unemployment results in decreased tax revenue and increased welfare costs. Uninformed citizens are often unable to take active roles in their communities, and are less able to make good choices as voters.

The California Literacy Campaign (CLC) was created in 1984 by the California State Library to provide literacy instruction to anyone “over 16 years of age, out of school, and reading on less than a 6th grade level.” In 1987, the Benicia Public Library’s Adult Literacy Program was created to serve the literacy needs of adults in our community. At present, nearly 100 such public library-based literacy programs are active in our state. As the Adult Literacy Program grew, another need in the community became apparent: English As A Second Language services. The Adult Literacy Program chose to fill this growing need by offering small group classes on a weekly basis. Over time, the Adult Literacy & ESL Program has grown to fill not only the initial mission of 1:1 volunteer tutoring services for English speaking adults, but the need for small group ESL Classes, a Computer Lab, and Families For Literacy programming. All program services are free to the user.

The Kentucky Virtual Library offers adult basic education through two databases. These two databases consist of online resources to support adult educators in Kentucky. The resources in the Kentucky Adult Education Resource Database were selected by adult educators and include websites, curriculum guides, recommended reading, lesson plans and more. If you know of a web site or other resource that has really helped your work with adult learners or have a tried-and-true lesson plan, share that resource with your colleagues! The LINCS database is a national database of resources collected by all adult educators and family literacy people all over the US.

Public libraries play a critical role in the development and provision of community literacy services. Some libraries are direct providers of literacy services; others work in partnership with agencies such as Literacy Volunteers (Literacy New York), BOCES and other community organizations. Most New York State public libraries provide literacy and GED (General Equivalency Diploma) collections and computers to support adult learners. The goals of New York State's Adult Literacy Services grants are to increase adult literacy on the job and in the home, encourage libraries to become community literacy leaders, and strengthen cooperation among local literacy providers.

The Family Literacy Project provides instructional services to parents and children to enhance their basic reading, math, writing or language skills together and separately. Participation by the whole family increases the benefits of the instruction. Projects must partner with an adult literacy provider agency, child-at-risk agency and a library. In FY07, 45 projects served 1,331 adults and 1,977 children.

The Workplace Skills Enhancement Project provides on-site instructional services to the employees of Illinois businesses to enable the employees to increase their basic reading, math, writing or language skills, maintain their employment and increase their eligibility for promotion. Eligible employees read at or below the 9th grade level. Grantees must match the grant award and may also provide instructional services to prospective employees. The fiscal agent and submitting agency may be either the educational partner or the business partner. In FY07, 1,731 employees were assessed and/or received instruction through 40 grants awarded to businesses and educational providers.

Organizations Currently Focused on Adult Education

National Programs

U.S. Department of Education – Office of Vocational and Adult EducationClick here to visit their Web site.

The Division of Adult Education and Literacy (DAEL) promotes programs that help American adults get the basic skills they need to be productive workers, family members, and citizens. The major areas of support are Adult Basic Education, Adult Secondary Education, and English Language Acquisition. These programs emphasize basic skills such as reading, writing, math, English language competency, and problem-solving.

Adult education and literacy programs are funded through federal grants to the states. The amount each state receives is based on a formula established by Congress. States, in turn, distribute funds to local eligible entities to provide adult education and literacy services. Individuals and local providers cannot receive grant money directly from the Office of Vocational and Adult Education (OVAE).

The Commission on Adult Basic Educationis organized to advance national and international adult education and literacy opportunities for all persons. The purposes of COABE are:

To promote adult education and literacy programs, including Adult Basic Education, Adult Secondary Education, English for Speakers of Other Languages, Family Literacy, Skills Development, Workforce Development, and other state, federal, and private programs which assist undereducated and/or disadvantaged adults to function effectively in society.

To provide leadership in advancing the education of adults in the lifelong learning process by unifying the profession, developing human resources, encouraging and using research, communicating with the members and the public, offering other member services, and otherwise advancing adult education and literacy.

To advocate the development and dissemination of publications, research, methods, and materials, resources and programs in adult education and literacy.

To conduct and/or sponsor professional development conferences and activities that provide a forum to provide staff development and advance adult education and literacy.

ABE Florida is a comprehensive adult basic education program designed to provide practitioners in Florida with all the necessary components to be successful in a performance-based funding environment. ABE Florida includes state of Florida Department of Education approved frameworks, resources, assessment, a mailing list and Web site. The frameworks and resources are based on input from statewide practitioners as to what would be necessary for an ABE program to be successful under the workforce development guidelines and procedures. The comprehensive program will also assist with statewide standardization of adult basic education courses.

Established in 1985, The Florida Literacy Coalition (FLC) promotes, supports and advocates for the effective delivery of quality adult and family literacy services in the state of Florida. As a statewide umbrella literacy organization and the host of Florida’s State Literacy Resource Center, FLC provides a range of services to support more than 300 adult education, literacy and family literacy providers throughout Florida. Special emphasis is placed on assisting community based literacy organizations with their training and program development needs.

Florida Department of State – State Library & Archives of FloridaClick here to visit their Web site.

Meeting the diverse adult & family literacy needs of Florida because knowing how to read is important. Through a community-based approach, the Florida Department of State, Division of Library and Information Services provides grants, training, and consulting services to help public libraries and their partners design and improve adult and family literacy programs.

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